few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Thought: This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Represent and interpret data.

Relate addition and subtraction to length.

Work with time and money.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Geometric measurement: understand concepts of angle and measure angles.

Measure lengths indirectly and by iterating length units.

Tell and write time.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Measure and estimate lengths in standard units.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Convert like measurement units within a given measurement system.

Classify objects and count the number of objects in each category.

Describe and compare measurable attributes.
problem_activity: Stage 1: Rectangles
Required Preparation
Materials to Gather
Folders
Grid paper
Inch tiles
Materials to Copy
Blackline Masters
Can You Build It Stage 1 Directions

Narrative
One partner builds a rectangle so that their partner can’t see it. They describe the rectangle to their partner who tries to build the same rectangle. Students then compare their rectangles and switch roles. Students may choose to draw their rectangle on grid paper, rather than use inch tiles.
Variation:
Students may use more tiles to build their rectangles or may choose to build shapes made out of two rectangles.
Additional Information
Each group of 2 needs at least 48 inch tiles.


correct_option_index: 3